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Effectiveness Instrument
The primary purpose of SLEI is to contribute to the successful achievement of the goals and objectives
defined in the vision, mission, and goals of Georgia Public Schools by:
Optimizing student learning and growth by preparing students for an information rich society,
Improving the quality of school library programs and services by ensuring the effectiveness of
the certified school library media specialist,
Ensuring there is a defined standard of practice in library media centers and improving evaluator
understanding of the role of the school library media specialist,
Providing a basis for measurement through productive school library media specialist
performance appraisal and professional growth, and
Implementing a performance evaluation system that fosters collaboration between the
professional school library media specialist and his/her evaluator to promote self-growth,
program effectiveness, and improvement of job performance.
School Librarian Effectiveness System
Performance Standards, Performance Indicators & Rubrics
Performance Standard 1: Instructional Partnership
The school library media specialist collaboratively plans instruction and develops the media program
using state and district curricula and standards, instructional calendars, effective strategies, resources,
and data to support teachers and address the differentiated needs of all students.
Sample Performance Indicators
Examples may include, but are not limited to
The school library media specialist:
Meets with teachers and administrators on a regular basis to collaboratively develop plans that
are clear, logical, sequential, and integrated.
Collaborates to provide flexible, consistent, and personalized approaches to academic content to
align and connect the research process and information literacy skills to the state and/or local
standards and student needs.
Assesses student understanding and progress throughout learning activities by asking questions,
observing works-in-progress, evaluating artifacts of learning, and communicating with teachers.
Chooses and recommends print and online resources that support instruction and the identified
needs of diverse learners.
The school library media specialist supports the curriculum through selection and management of
resources that meet the needs and interests of patrons.
Sample Performance Indicators
Examples may include, but are not limited to
Overall Rating
Indicate the overall rating based on the total score above.
Exemplary: Total Score of 27 30 with NO Needs Development or Ineffective Ratings
(A score of 27-30 with a Needs Development or Ineffective results in an overall rating of Proficient.)
Proficient: Total Score of 17 26 with NO Ineffective Ratings
(A score of 17-26 with an Ineffective results in an overall rating of Needs Development.)
Needs Development: Total Score of 8 16
Ineffective: Total Score of 0 7
Advocacy - The coordinated and comprehensive process by which support for the library media
program is created within the greater community.2
Booktalks - A booktalk tries to convince a reader to select a particular book. An event usually scheduled
in a library at which the author, librarian or student discusses a book reads excerpts of it to encourage
readership and promote reading in general.15
Circulation - The process of checking materials in and out of the library. Refers to the total number of
items checked out of the library by patrons over a particular period of time.15
Collaboration - In a collaborative instructional information skills unit, the school library school library
media specialist works closely with other teachers in the school to co-plan, co-teach, and co-assess
information skills.2
Collection - Materials contained within the library as well as that which is housed in virtual spaces and
available to library patrons.11
Collection Development - The systematic process of gathering input on user needs, identifying
materials to meet those needs, and acquiring those materials for the library collection.2
Connected Learning - Connecting classroom learning to real-world events through access to an array
of well-managed resources including digital and social networking connections.10
Differentiated Instruction - Teaching theory based on the belief that instructional approaches should
vary and be adapted for individual and diverse students in classrooms.3
Digital Citizenship - The norms of appropriate and responsible behavior with regard to technology use.7
Digital Resources - Digitally formatted instructional resources such as graphics images or photos, audio
and video, simulations and animations.9
Equitable Access - Access for students and teachers in groups or as individuals simultaneously
throughout each instructional day. Accessibility shall refer to the facility, the staff, and the resources and
shall be based on instructional need.12
Fiction - Literature in the form of prose, especially short stories and novels that describe imaginary
events and people.15
Flexible Access - The opposite of fixed scheduling, the school library media program is not used as a
method of providing the teachers planning period. Classes are scheduled as a result of instructional
needs.2
Future Ready Librarian - The librarian leads, teaches, and supports the Future Ready goals of their
school and district in a variety of ways through their professional practice, programs, and spaces, and is
positioned at the leading edge of the digital transformation of learning.10
Independent Reading - Self-selected reading of a continuous text for a wide range of personal and
social purposes.14
Information Literacy - The skill set needed to find, retrieve, analyze, and use information.4
Information Specialist - One of the roles of school library media specialists. The SLMS examines
curriculum, assignments and learning in terms of the information resources, processes and technologies
required for student success. As the information specialist, a SLMS teaches students to consider the
information resource they need and then to use the appropriate access technology to fulfill that need.2
Inquiry - Stance toward learning in which the learner is engaged in asking questions and finding
answers, not simply accumulating facts that have no relation to previous learning or new understanding,
presented by someone else. Inquiry follows a continuum of learning expe-riences, from simply
discovering a new idea or an answer to a ques-tion to following a complete inquiry process.13
Inventory - The process of checking all the items on the library's shelves against a list of holdings to
identify for replacement or deselection those missing or not checked out.1
Learning Space - A collaborative physical and virtual environment that invites and ignites participatory
learning.1
Media Committee - A committee that makes recommendations and decisions related to planning,
operation, evaluation and improvement of the media program . This committee shall annually evaluate
media services and develop a multi-year media plan for budget and services priorities.12
Media Literacy - Ability to access, analyze, evaluate and create messages in a variety of formsfrom
print to video to the Internet. Media literacy builds an understanding of the role of media in society as
well as essential skills of inquiry and self-expression necessary for citizens of a democracy.6
Media Program - The integration of services coordinated by the school library media specialist
including but not limited to those within the school library media center.2
Media Specialist - The professional licensed school library media teacher with specialized training and
education in the school library media profession.2
Nonfiction - Prose writing that is based on facts, real events and real people, such as biography or
history.15
Personal Learning Network (PLN) - A global learning network, enabling people to tap into and share
diverse, global perspectives on teaching strategies, educational issues, and technologies.11
Reading Promotion - Any program or activity the encourages independent self-selection for learning or
pleasure (e.g. displays, booktalks, author visits).11
Real World Resources - actual objects, events, experiences and situations that effectively address a
concept, problem or issue.17
Research Process - The research process involves identifying, locating, assessing, analyzing,
interpreting information in order to develop and express ideas.8
Scaffold (ing) - Instructional strategy in which a more skilled teach-ing partner adjusts the assistance he
or she provides to fit the childs current level of performance. More support is offered when the task is
new; less is provided as the childs competence increases, fostering the childs autonomy and
independent mastery.3
Tools - Print or digital resources used to create, share, and present ideas and information.11
Weeding - Weeding is the removing of materials from a library collection in a systematic and deliberate
way. It is an ongoing part of collection development, a planned and thoughtful action that will ensure
library materials are current and enticing.5
References
1
American Library Association
2
American Library Association (ALA)/ American Association of School Librarians (AASL) Standards
for Initial Programs for School Library Media Specialist Preparation
3
A Planning Guide for Empowering Learners by AASL
4
Association of College and Research Libraries
5
California Department of Education
6
Center for Media Literacy
7
Digitalcitizenship.net
8
Elmer E. Rasmuson Library of The University of Alaska Fairbanks
9
Epigeum
10
Future Ready Librarians
11
Georgia Library Media Consortium
12
GaDOE 160-4-4-.O1 MEDIA PROGRAMS
13
2012 Guided Inquiry Design Framework by Kuhlthau, Maniotes, Caspari
14
International Reading Association
15
Online Dictionary for Library and Information Science
16
The Oxford Dictionary
17
Resources for Rethinking
18
State Educational Technology Directors Association
Acknowledgements
Created by the 2014-2015 Georgia School Library Media Consortium